TEACHER’S PERCEPTION ON THE COMPONENTS OF ECONOMICS CURRICULUM: A PEDAGOGICAL DETERMINANT FOR INSTRUCTIONAL EFFECTIVENESS

Abstract

This study investigated teachers’ perception on the components of economics curriculum at the level of secondary school in Bauchi Educational zone. The study has five objectives, research questions and five null hypotheses. The study employed a descriptive survey design. All the economics teachers (113) in the population were selected as samples based on census sampling techniques. An instrument titled “Teachers’ Perception on Economics Curriculum Questionnaire” (TPNECQ) with 35 items measured on a five-point Likert scale was adopted, validated and used for data collection. The instrument was pilot tested and yielded a reliability coefficient of 0.766. To determine differences among the economics teachers, the research hypotheses were tested using one-sample t-test with the help of SPSS version 20.0 at a significance level of 0. 05. Generally, the results of the study indicated that null hypotheses 1 and 5 were accepted. While null hypotheses 2, 3 and 4 were rejected. Based on the findings and conclusions of the study, some recommendations were proffered.